A Mixed-Methods Analysis of the Outcomes of a Peer Review Mentoring Program

OBJECTIVE: Given the importance of peer reviewing manuscripts in pharmacy education, effective peer reviewers should be developed. Thus, the objective of this project was to (1) determine the impact of the American Journal of Pharmaceutical Education (AJPE) Reviewer Mentorship Program (RMP) on Mentees' quality and quantity of reviews and (2) describe the Mentees' perceptions of the design and implementation of the AJPE RMP. METHODS: Using a mixed-methods approach, quantitative data were retrospectively pulled from 3 cohorts of RMP Mentees from the AJPE editorial system regarding the number of reviews completed for 1 year pre and postprogram, as well as the editor's rating of their review. Data were descriptively analyzed and also compared using the Wilcoxon signed-rank test. For the qualitative arm, 3 semistructured focus groups were held with Mentees from 3 cohorts. Data were transcribed and then thematically analyzed. RESULTS: Of the 71 Mentees who completed the RMP, the number and percentage of invitations to review by the editorial team, reviews completed, and average reviewer rating increased, but were not statistically significant. Themes from the 3 focus groups (n =25 participants) included increased confidence and skill development due to the structure and mentoring offered, the critical importance of mentor engagement, and suggestions for increased opportunities for engagement. CONCLUSION: The qualitative findings suggest that the RMP enhances reviewing capabilities, as well as confidence among peer reviewers, despite no statistically significant findings in the quantitative analysis. Moreover, the Mentees' feedback will be helpful in further enhancing the RMP for future cohorts.